UMMS Student Handbook 2012/13
Section SIX: Academic Student Resources
Office of Educational Affairs | Center for Academic Achievement | Office of Undergraduate Medical Education | Learning Communities | Pathway on Clinical & Translational Research |Pathway on Serving Multicultural & Underserved | Rural Health Scholars Pathway | Senior Scholars Program | Summer Research Fellowship | Student Affairs| Mentoring/Advising |School Services | Registrar |Financial Aid | Bursar | Ethics
2012/13 UMass Medical School Student Handbook: first posted date: 08/27/12.
* Revisions approved after this date will be noted in RED. top
Location: Student Wing
Michele P. Pugnaire, MD, Senior Associate Dean for Educational Affairs
Susan Barrett, MS, MEd, Institutional Research Analyst, Research, Evaluation & Assessment
Colleen Burnham, MBA, Educational Specialist, OEA
Michele Carlin, Institutional Research Analyst, Research, Evaluation & Assessment
An Dinh, Institutional Research Analyst, Research, Evaluation & Assessment
Wendy Gammon, MA, MEd, Director, Standardized Patient Program
Lorrie Gehlbach, PhD, Director, Academic Enrichment
Gina Gentile, MA, Institutional Research Analyst, Research, Evaluation & Assessment
Ashton Gunn, MEd, Project Manager, OEA
Laura Hunter, PhD, Institutional Research Analyst, Research, Evaluation & Assessment
Sherly Jean-Bart, Administrative Assistant, Grants & Academic Initiatives
Michael Kneeland, MD, Associate Dean for Allied Health & Inter-Professional Education
Sarah McGee, MD, Associate Director of Operations and Educational Programming, UMMS Simulation Center
Janet Meng, MBA, Financial Analyst, Research, Evaluation & Assessment
Darleen Morin, Project Assistant, Standardized Patient Program
Judith Olinder, Executive Administrative Assistant, OEA
Moya Pemberton, Research Data Specialist, Research, Evaluation & Assessment
Melissa Puliafico, MBA, Director of Educational Affairs
Mark Quirk, EdD, Assistant Dean Academic Programs, Center for Academic Achievement
Brianna Robuccio, Institutional Research Analyst, Research, Evaluation & Assessment
Sylvia Stanhope, Project Assistant, Standardized Patient Program
Melinda Taylor, Sr. Engineer, UMMS Simulation Center
John Trobaugh, MFA, Intercampus Liaison for Educational Initiatives, OEA
Pam Watson, Project Coordinator, Standardized Patient Program
Mary Zanetti, EdD, Senior Director, Research, Evaluation & Assessment
Under the oversight of the Senior Associate Dean, the Office of Educational Affairs (OEA) seeks to advance the educational mission of the School of Medicine, by providing the following services and resources;
- Provide leadership and oversight for institutional accreditation processes (NEASC and LCME). .
- Assessment and research in medical education and institutional reporting and quality tracking for educational programs through the Division of Research, Evaluation & Assessment Assessment.
- Enhanced teaching, learning and assessment opportunities in medical education provided by the nationally recognized Standardized Patient Program.
- Simulation based programs including task trainers, cardio-pulmonary simulation, full body mannequins, neonatal simulation and many additional resources available for use by trained faculty to provide educational opportunities to small groups offered by the UMMS Simulation Center .
- Special educational opportunities provided by ongoing grants and funding opportunities.
The OEA administers several national educational grants awarded to the Medical School to promote curriculum innovation and enhancement in the teaching of a variety of subjects. UMMS is currently implementing a four-year initiative to integrate geriatric education throughout the curriculum, supported by a grant from the Donald W. Reynolds Foundation and is a designated Center of Excellence of the National Institute for Drug Abuse (NIDA), with a focus on prescription drug abuse education in medicine. Additional topics enhanced through external grant-funded initiatives over the past decade have included: health communication, professionalism, complementary and alternative medicine, sexuality and sexual health, managed care, community outreach to underserved populations’ and medical education research. The OEA also administers an internal grant program, Innovations in Medical Education Grants (IMEG), which provides limited funding to faculty, residents and students to support educational innovation.
The Senior Associate Dean for Educational Affairs also oversees the diverse offices of the School of Medicine comprising Admissions, Student Affairs, Undergraduate Medical Education, Graduate Medical Education and Continuing Education.
Mark Quirk, EdD, Assistant Dean for Academic Achievement
Lorrie Gehlbach, PhD, Director of Academic Enrichment
The Assistant Dean for Academic Achievement directs this program, which is open to all students at UMMS. Services include academic counseling, tutoring and a series of learning seminars. The Assistant Dean and staff of the Center for Academic Achievement work with individual students to identify learning needs which can be met through tutorials designed with learning specialists, educational psychologists and graduate students. The academic achievement program at UMMS is oriented toward prevention of academic problems through systematic needs assessment, mobilization of resources and continuity of the support experience.
Office of Undergraduate Medical Education (OUME)
Location: S1-151, First Floor, Student Wing
Melissa Fischer, MD, MEd, Associate Dean for Undergraduate Medical Education
Robert Baldor, MD, Director, Community-Based Education
Cassie Caez, Administrative Assistant
Jacqueline Clark, Project Assistant 2
Tricia Droney, MPH, LInC Project Manager, Clinical and Translational Research Program Administrator
Mike Ennis, MD, Co-Director, DCS Course
Mick Godkin, PhD, Director, International Medical Educ. Prog., Co-Director, Med. Stud. Summer Research Fellowship Prgm.
David Hatem, MD, Co-Director, DCS Course
Julie Jonassen, PhD, Program Director, Interstitial Program
Kathy Moylan, Academic Business Coordinator
Madeline Johns, Technology Project Coordinator
Susan Collette, Administrative Assistant to the Associate Dean for OUME, Community Based Education
Ann Perla, Administrative Manager, DCS Course
Anthony Poteete, PhD, Co-Director, Med. Student Summer Research Fellowship Program
Judith Savageau, MPH, Director, Senior Scholars Program
Maureen Titus, Administrative Assistant, DCS Course
Christine Woolf, PhD, Educational Specialist
The Office of Undergraduate Medical Education (OUME) is the center for academic life at the School of Medicine, where students meet with faculty and peers, plan activities, develop ideas for curricular enhancement and innovation, and learn about the latest advances in medical education. In essence, the OUME serves as the hub for the numerous spokes that represent UMMS undergraduate medical education, providing comprehensive resources and support to students and faculty for all facets of the educational program, including curriculum development, faculty development, academic computing, and community based education.
The school’s four-year curriculum emphasizes interdisciplinary coordination, early clinical exposure, broadened participation of generalist physician faculty, and the use of new learning modalities, including web-based, computer-aided instruction, and medical simulation. The curriculum includes the Doctoring and Clinical Skills Course (DCS) in Foundations of Medicine Years 1 and 2, which provides small group, case-based teaching with emphasis on learning the medical interview, preventive medicine, physical diagnosis, problem solving and medical ethics. This course is closely linked with the concurrent basic science curriculum, and the Longitudinal Preceptor Program (LPP) based in community physicians’ offices. The OUME provides administrative support for DCS, including the LPP and Physical Diagnosis elements as well as a number of other educational programs including the 3rd year Interclerkships, International Medical Education Program, Senior Scholars Program, Summer Research Fellowships, the Capstone course and Optional Enrichment Electives in a wide range of topics including: Adoption and Foster Care; American Sign Language; Basic Skills for Working With Smokers, Care of the Seriously Ill; Clinical/Translational Research Pathway (Years 1-4); Complementary and Alternative Medicine; Creative Writing in Medical School, Exercise Medicine; Global Health Topics in Action; History of Medicine; Maternal Child Health; Medical Interviewing in Spanish; Navigator Program in Geriatrics; Pathway Program Serving Multicultural and Underserved Populations; Roads to Recovery: Substance Abuse from a Patient’s Perspective; Rural Health Scholars Program;Teen Pregnancy: Medical and Psychosocial Perspectives; The Bigger Picture: Health Issues Affecting the Community of Worcester; Understanding and Improving Our Health Care System; and Wilderness Medicine and Recreational Emergencies. The OUME jointly administers the new SoM Learning Communities initiative with the Office of Student Affairs. This innovative program provides a home for the DCS course, matches faculty mentors to students for longitudinal advising throughout their career at the SOM, promotes peer interactions and supports our transitions curricula.
The OUME is conveniently located in the student wing and shares a suite of offices with Student Affairs. Students are encouraged to interact with the OUME staff and to participate in the continuous improvement of the Medical School’s educational programs.
Michael Ennis, MD, Co-Director, Learning Communities
David Hatem, MD, Co-Director, Learning Communities
LInC enhances our current system through development of Learning Communities. Learning Communities fall under the auspices of the Office of Undergraduate Medical Education and the Office of Student Affairs. Learning Communities are made up of 5 “Houses.” Upon entry to medical school, students will be randomly assigned to one of these “Houses” which will facilitate their interactions with House Mentors and faculty. Interactions will support them academically through curriculum offerings focused on clinical skills, and professionally through the establishment of a robust, four year mentoring program. This mentoring program includes a faculty Learning Community mentor chiefly, but also through interactions with other faculty and students from all class years and departments.
Learning Communities are designed to enhance the quality of student-teacher and student-student relationships by developing these longitudinal interactions between students and faculty within and between classes throughout the four-year educational program. This model improves continuity of teaching doctoring and clinical skills, supports interactive and small group teaching, fosters students’ self-directed learning, and develops students’ skills in formal and informal peer teaching and mentoring.
| House||Mentor |
|Blackstone House ||Michael Ennis, MD, Head of House|
Jerry Durbin, MD
Joyce Rosenfeld, MD, FACEP
Rebecca Spanagel, MD
|Burncoat House||David Hatem, MD, Head of House|
Jennifer Bram, MD
Lisa Gussak, MD
Marie Sosa, MD
|Kelley House||Phil Fournier, MD, Head of House|
Angela Beeler, MD
Sarah McGee, MD, MPH
Daniel Kirsch, MD,
|Quinsigamond House||Diane Blake, MD, Head of House|
Lori DiLorenzo, MD
Glenn Kershaw, MD
Peter Metz, MD
|Tatnuck House||Timothy Gibson, MD, Head of House|
Nancy Bennet, MD
Pang-Yen Fan, MD
Thomas Halpin, MD
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Patricia Franklin, MD, MPH, MBA, Professor in the Department of Orthopedics and Physical
Rehabilitation and CTR Pathway Director
Carole Upshur, EdD, Professor in the Dept.of Family Medicine & Community Health and Director of
Research and Training; CTR Core Faculty
Diane Blake, MD, Associate Professor in the Department of Pediatrics and CTR Core Faculty
Tricia Droney, MPH, Pathway Administrator, Office of Undergraduate Medical Education
In 2007 the University of Massachusetts Medical School launched a new pathway to introduce methods and concepts in clinical/translational research, and provide a training platform in the basics of clinical/translational research through a longitudinal, structured program throughout the four years of the medical school curriculum. Enrollment in this pathway is limited to 10-12 medical students in each entering class. Deadline for application submission is July 1st.
Clinical/translational research is designed to speed the discoveries of basic science to patient care and involves both traditional researchers as well as practicing clinicians. The key differentiation between basic biomedical science and clinical/translational research is that the latter must involve human subjects or physiological by-products (cells, blood, tumors etc.) from known patients. Typical studies in clinical/translational research are:
- Conducting human trials of new drugs and devices.
- Examining the translation of experimental cures or diagnostic measures into routine patient care.
- Examining patterns or correlates of disease (e.g. epidemiology).
- Examining the quality of health care, health care outcomes, and other health services research questions (e.g. disparities in care, cost-effectiveness of care, etc.)
Increasingly practicing physicians are being called upon to recruit their patients from both hospital and community practices to participate in clinical/translational research studies and contribute to learning how to better care for patients. This new pathway will assist its graduates to:
- Become leaders in combining a clinical and research career.
- Learn skills needed to keep their practice base up-to-date with new evidence based medicine.
- Gain research experience often needed for competitive residency placement.
Successful participation in the 4-year Clinical/Translational Research Pathway (CTRP) will culminate in receipt of a "Certificate of Training in Clinical/Translational Research," and notation of completion of this elective pathway on your official transcript. In addition, the Pathway Director will acknowledge student participation by sending a formal letter to the Dean about the student’s participation.
OVERVIEW: CURRICULUM COMPONENTS – The Clinical/Translational Research Pathway Program is comprised of two required CTRP Courses in Years 1 and 3; relevant required core curricula in the Determinants of Health Course in Year 2; and two research electives (in Years 2 and 4). The CTRP components are outlined briefly below:
The curriculum components are as follows:
FOUNDATIONS OF MEDICINE - YEAR 1
Introduction to Clinical/Translational Research I & II: Protocols & Ethics: This required series of 8 90-minute CTRP core curriculum sessions spanning the fall and spring semesters is designed to provide foundational knowledge on the approach to clinical trials and types of clinical research involving patients and other human subjects. The course explores ethical considerations in patient-oriented research, and includes required observation of one IRB Committee Meeting, preparing an IRB application, and completion of a web-based Course in Protection of Human Research Subjects. The core curriculum provides the foundation for students’ participation in their 8-week placement in the Summer Research Fellowship Program.
FOUNDATIONS OF MEDICINE - YEAR 2
- Summer Research Fellowship Program Elective – Undertake a 2-month summer project in clinical/ translational research under the guidance of a CTRP-affiliated faculty mentor. Attendance at 6-8 CTRP seminars on study design, methods and data analysis throughout the summer months is required, including those sessions related to the Population Clerkship (see below). Stipend support shared by the student’s mentor and the School is provided for students enrolled in the summer research program.
Determinants of Health Course
Epidemiology and Biostatistics – Assignment to a research pathway small group; basics in epidemiology, biomedical statistics, clinical trial design will be covered, utilizing existing small-group sessions in the Epidemiology and Biostatistics course.
Population Health Clerkship –CTRP students have their own small group instead of selecting from the menu of options offered to the medical student class. They complete all Population Clerkship requirements within a framework where they have the opportunity to learn more about clinical research methods, epidemiology and statistical analysis working on a health issue of significance. Several extra summer meetings are required to produce a stronger outcome oriented product from the Population Clerkship than other groups prepare.
CORE CLINICAL EXPERIENCES - YEAR 3
- Journal Club Tutorial in Clinical/Translational Research– Participation in the required Journal Club sessions; each CTRP student will present a journal article and facilitate group discussion.
- Choose a research project and mentor for the Senior Scholars Elective – During Year 3,research pathway students are required to develop the experimental design for their Senior Scholars project, and initiate/obtain IRB approval as needed. Two individual meetings with the student’s faculty mentor are required.
ADVANCED STUDIES - YEAR 4
- Senior Scholars Elective – Requirements include: Two to three month elective to complete clinical/translational research project, analyze data, submit project summary, present at UMMS poster session. Optional: Present paper or poster at an academic professional meeting.
Master of Science in Clinical Investigation - 5 Year Program Option:
All students who are accepted and enroll in the CTR Pathway will have the additional opportunity to apply for the 5-year Program Option, which builds on the pathway core requirements, and includes an additional "pull-out" year to enroll in the Master’s Degree in Clinical Investigation program in the Graduate School of Biomedical Sciences. This opportunity is available only to enrolled CTR Pathway students. Candidates for this option must be UMass Medical students officially enrolled in the CTR Pathway program, who are either in their 2nd or 3rd year of medical school.
For more information about the CTR Pathway Program, including required electronic application, go to : http://www.umassmed.edu/oume/rso/ctrp.aspx or contact Tricia Droney, Pathway Administrator, in the Office of Undergraduate Medical Education at 508- 856-4267 or via email at : email@example.com.
Mick, Godkin: PhD, Director, International Medical Education Program, Co-Director, Med. Student Summer
Research Fellowship Program (Mick Godkin@ umassmed.edu)
In this program, students are enrolled for all four years of medical school. Approximately 20 students in each class participate in this program each year. Pathway students are selected through a formal application process; they are given priority for placement in the activities listed below:
- Preclinical Longitudinal Preceptorship with physicians serving underserved cross-cultural populations.
- Language/cultural immersion in an international setting in the summer after the first year.
- Community service project with a cross-cultural population in the Worcester area the fall of the second year.
- A family assignment with a cross-cultural family in Worcester during the preclinical years.
- Dissemination of experiences though a diary and presentation.
- Required primary care clerkships in sites serving underserved cross-cultural populations.
- Option to do a flexible clinical experience in a related field.
- Option to do a Capstone project in a related field.
- Stipend-supported international or Indian Health Service clinical electives that emphasize primary care.
The overall goal of this program is to develop the abilities of students to provide culturally and linguistically competent care to recent immigrants and refugees in the USA. Through international and domestic experiences and seminars, the program develops students’ linguistic and cultural competence and sensitivity to the hardships that many immigrants and poor people face.
Specific goals for students include:
- Demonstrate knowledge of the types and treatment of diseases which are common in resource-poor countries through narrative journaling of international clinical electives and performance evaluations of preceptors.
- Demonstrate non-English language proficiency through evaluated language and clinical electives abroad and end of your self report.
- Demonstrate increased cultural competence in caring for patients of different cultures with respect to knowledge and ability to assess health beliefs and negotiate a treatment plan in their context through end of year self-report.
- Demonstrate cultural humility and self-awareness through written reflections on international electives, LPP experiences and the immigrant family assignment that indicate students develop empathy for the hardships and barriers people face in their homeland and in getting to and resettling in the U.S.
- Demonstrate interest in advocating for underserved multicultural populations through community service at home and/or abroad, end of year self-report and career choices.
- Demonstrate narrative interviewing and life story history taking skills through written reports of interviews with an immigrant family.
- Demonstrate clinical skills competency in caring for patients in the resource poor countries in clinical electives through written performance evaluations of attending.
- Demonstrate an ability to provide basic care to local immigrant and refugee patients in the Longitudinal Preceptorship Program, with respect to history taking and physical examination, as evidenced by the preceptor’s evaluation.
Suzanne Cashman, DSc, Professor, Family Medicine and Community Health, Rural Health Scholars Pathway Director
Stephen Martin, MD, Assistant Professor, Family Medicine and Community Health, Rural Health Scholars Pathway Director
Janet Hale, PhD, RN, FNP, Professor, Associate Dean for Academic Affairs, GSN
Joanne Dombrowski, Administrative Assistant
The goal of this course is to foster students’ interest in and desire to learn about issues related to practicing in rural and small town communities as well as to help them develop contacts with rural health clinicians and leaders while learning skills useful to rural/small town practice.
- To identify and then nurture the interest of students who would like to explore issues related to pursuing a career in rural health.
- To help participating students acquire the skills and develop the attitudes necessary to become effective clinicians in rural and small town communities.
- To expose students to the important linkages between clinical practice and public health in developing healthy rural communities.
- To introduce students to clinicians who are practicing in rural and small town communities in Massachusetts and New England.
- To foster relationships among medical and graduate school of nursing students and introduce them to others in the medical, public health, and governmental sectors who are working to meet the needs of rural communities.
For additional information please feel free to contact Suzanne.Cashman@umassmed. edu, Steve.Martin@umassmemorial.org or Janet.Hale@umassmed.edu.
Judith Savageau, MPH, Director, Senior Scholars Program
Cassie Caez, Administrative Assistant
The goals of the Senior Scholars Program are: 1) to provide an opportunity for fourth year/Advanced Studies medical students to have a structured research experience; 2) to develop hypothesis-generating skills; 3) to provide an opportunity for students considering academic careers; and 4) to foster student-mentor relationships. The program affords students with an introduction to the philosophy of research that is based on answering questions through hypothesis generation, information gathering, experimentation and critical interpretation. The research project is a tool for growth in an evidence-based health care environment.
The University of Massachusetts Medical School Senior Scholars have completed projects in all major fields of basic science, clinical medicine, quality improvement, health policy, epidemiology and public health. Many have published their work in peer-reviewed journals and/or presented their findings at local, regional or national meetings, serving as a platform for subsequent academic endeavors.
Senior Scholars are required to devote 2 or more months to either a basic science, clinical, QI, health policy or epidemiology-based research project under the guidance of a faculty member. The months do not have to be contiguous and projects may even be done at a site outside of UMass.
Senior Scholars are asked to meet with their mentor at least weekly and convene as a group at one of the Senior Scholars Committee quarterly meetings to discuss the progress of their work.
Each student participates in "Senior Scholars Presentation Day" preparing a poster and sharing ideas with medical school peers and faculty members. The presentation of all Senior Scholars posters is usually held in late Spring.
If you have any questions, please feel free to contact Cassie Caez 508-856-5694; S1- 160 in the Office of Undergraduate Medical Education or visit out web site at: http:// www.umassmed.edu/oume/rso/ssp.aspx.
Mick Godkin, Ph.D., Co-director
Anthony Poteete, Ph.D Co-director
The goals of this program are to develop medical students’ skills in research, and to cultivate students’ interest in the inclusion of research in their careers as physicians. Faculty mentors provide projects on which students work for pay during an eight-week period in the summer before or after their first year.
Additional information can be found at http://www.umassmed.edu/oume/rso/srf.aspx or by calling 508-856-5641.
Location: Student Wing, Room S1-131
Telephone: 508-856-2285 - Student Affairs
508-334-8851 - Student Advising
508-856-3866 - Diversity and Minority Affairs
Mai-Lan Rogoff, MD, Associate Dean for Student Affairs
Michael Ennis, MD, Assistant Dean for Student Affairs/Advising
Katherine Alvarez, Administrative Assistant
Lynn Desforges, Editor/Coordinator
Judy Holewa, Administrator, Student Affairs
Debra Leger, Administrative Assistant
Janice Robert, Administrative Assistant
The major goal of the Office of Student Affairs (OSA) is to provide advocacy for and support to medical students in pursuing their major role, which is to learn both the science and the art of medicine. Medicine is one of the most interesting, responsible, and complex professions to enter. Our goal is to help medical students to develop into empathic, compassionate, knowledgeable physicians who have a life-long enthusiasm for their profession and who reflect the goals and ideals set forth in the Mission Statement for the school.
The Office of Student Affairs strives to be a supportive and responsive place where students can find help in coping with the academic and personal demands of medical school. The Associate Dean for Student Affairs shares these roles with the Assistant Dean for Advising and responsive faculty members and the Learning Community mentors. The office also works closely with the Diversity and Equal Opportunity Office. The Student Counseling Service is also available for support. The Office of Student Affairs (OSA) strives to promote a supportive and responsive environment where students find help coping with the academic, personal and social demands of graduate education. OSA nurtures a diverse culture inclusive to the sensitive needs of our students, staff, faculty and visitors. Student Affairs encourages personal growth and success by embracing a holistic definition of diversity and meeting individual needs of our constituents.
The Office of Student Affairs also provides support for a variety of student activities, such as assignment of core clinical activities and fourth year studies, administration of the NRMP (National Residency Matching Program), Electronic Residency Application Service (ERAS), VSAS (Visiting Student Application Service), Medical Student Performance Evaluations (MSPE), orientations to inform and prepare you for all four years of medical education, commencement, and graduation activities. Student Affairs also coordinates the Basic Science and Clinical Science Academic Evaluation Boards, Progress Board, administrative support for all student-run group and organizations as well as the Student Body Committee (student governance group). In these roles, the Office acts as an advisor both to students and faculty to help facilitate and carry out timely and informed decisions.
Under the leadership of the Office of Education Affairs (OEA), the Office jointly sponsors the Learning Communities program as well as various other programs. This association with the overall educational effort of the School encourages the interdigitation of support, curriculum, and educational issues in medical student education. One goal of the Office is to decrease any sense of impersonal learning and isolation, particularly in the pre-clerkship years, and to provide a positive learning environment throughout individual, programmatic, and curricular levels in all years. The goals and objectives of medical education for the school include attributes of knowledge, problem-solving, attitudes, interpersonal skills and self-reflection which the Office of Student Affairs endorses and hopes to foster.
Michael Ennis, MD, Assistant Dean of Advising
Debra Leger, Administrative Assistant
Beginning in academic year 2010/11, all entering students are assigned to a “Learning Community.” The school will have five “Houses,” each with regionally significant name. Each House includes approximately 100 students, four 25-student cohorts from all four class years.
Each of these houses will have multiple mentors assigned to it. These mentors/ advisor will provide mentorship on many issues ranging from academic achievement, career guidance, professionalism, lifestyle, personal issues, etc. See: Learning Communities for a listing of houses and mentors.
Copies of student’s evaluations, grade reports, and administrative letters are sent to the student’s mentor/ advisor. The responsibility of the mentor/ advisor includes general support, periodic review of the student’s academic performance, assistance/ advice in scheduling the clerkship blocks and selecting electives. Guidance is offered in career choice and residency selection, including the provision of letters of recommendation.
Careers in Medicine
The Medical School participates in the AAMC Careers in Medicine Program. Careers in Medicine, formerly known as MEDcareers is a career planning program designed to help you choose a medical specialty and select and apply to a residency program. To access the web site go to www.aamc.org/careersinmedicine. Students who have never registered with CiM will be required to obtain a new access code. Students needing an access code should contact Debra Leger, in the Office of Student Affairs.
Location: S3-104, Third Floor across from Amphitheatre I
Deborah Harmon Hines, PhD, Vice Provost for School Services (firstname.lastname@example.org)
Karen Zirpola, Administrator/Office Manager
Linhelle Charles, Administrative Assistant
Michael Baker, MA, Registrar
Heidi Beberman, Room Reservations Scheduling Coordinator
Robert Layne, MEd, Director of Outreach Programs/ Coordinator, Worcester Pipeline Collaborative
Sandra Mayrand, MBA, Director, Regional Science Resource Center
Tina Sassevill, Acting Director, Office of Financial Aid
Serving students in the three schools of the Worcester campus, major areas of responsibility of School Services are Matriculation Services and Pre-Matriculation Programs. Matriculation Services include: Financial Aid, Registrar/Student Record, Student ADA Support and Weather Watch. Pre-Matriculation Programs include:
Outreach Programs for Minority and Disadvantaged Students (High School Health Careers Program and the Summer Enrichment Program), the Worcester Pipeline Collaborative, the Regional Science Resource Center and the Undergraduate Summer Research Fellowship Program.
Registrar and Financial Aid
(S1-844, First Floor on the corridor with the GSN, GSBS and Office of Research)
The Registrar’s Office and Financial Aid Office provide services to over 800 matriculating students and the graduates of the three schools (School of Medicine, Graduate School of Biomedical Sciences and Graduate School of Nursing) at the University of Massachusetts Medical School. These offices are located in S1-844.
Business hours Monday - Friday are 8:00 am - 5:00 pm. Extended hours are held of the first Wednesday of each month, September - June, 8:00 am - 8:00 pm.
The toll free number for both offices is 877-210-2238. Additional contact information:
Registrar: 508-856-2267; http://www.umassmed.edu/registrar/index.aspx; and email@example.com
Financial Aid: 508-856-2265; http://www.umassmed.edu/financialaid/index. aspx; and firstname.lastname@example.org
Americans with Disabilities Act
In compliance with the American’s with Disabilities Act (ADA), Deborah Harmon Hines, PhD, serves as the ADA Student Coordinator. All inquires should go directly to Dr. Hines 508-856-2444. Once admitted, the student is responsible for notifying the Student ADA Coordinator of their disability, requesting academic accommodations and providing appropriate documentation of the disability. Students may request accommodations at any time during matriculations.
All requests for accommodations are reviewed and acted on by the Academic Accommodations Committee (see Academic Accommodations Committee) http:// www.umassmed.edu/schoolservices/ada.aspx.
All function rooms (class rooms, meeting rooms, etc.) for UMMS and UMass Memorial are scheduled through the Room Reservations service. Information on scheduling function rooms may be obtained by e-mail (email@example.com) or by calling extension 508-856-2264. Additional contact information: http://www. umassmed.edu/roomreservations/index.aspx.
Weather Watch for Students ONLY: Class delays or cancellations due to inclement weather are publicized using the following resources. Decisions about delays or cancellations will be made by 6:00 a.m.
Class delays or cancellations due to inclement weather are publicized using the following resources. Decisions about delays or cancellations will be made by 6:00 a.m.
UMMS Students/Classes Weather Line 508-856-1100. This line is for students/ classes ONLY. The general workforce has another line.
NEWS 7 and WRKO AM/680 "Storm Force"
WCVB-TV Boston/Channel 5 News Center 5
WBZ Radio 1030am/ CBS Channel 4
Students at clinical sites MUST follow the policies of the clinical site.
Outreach Programs at UMMS
Under the charge to the University to "serve the people of the Commonwealth," UMass has a commitment to reaching out to the community. Considerable institutional resources have been allocated to support the following programs: the Worcester Pipeline Collaborative (K-12) and Laboratory, Mentoring Program for Worcester K-16 students, Summer Science Camp for middle school students, Summer Enrichment Program for disadvantaged undergraduates, NIH Summer Research Fellowship Program for minority undergraduates, High School Health Careers Program, Massachusetts School-to-Work Initiative, Regional Science Resource Laboratory, etc. Student volunteers are welcome! For more information contact Robert Layne at 508-856-2707.
Pertinent Web sites:
High School Health Careers: http://www.umassmed.edu/Content.aspx?id=15168 8&linkidentifier=id&itemid=151688
Summer Enrichment Program: http://www.umassmed.edu/Content.aspx?id=1 51954&linkidentifier=id&itemid=151954
Summer Undergraduate Research: http://www.umassmed.edu/summer/index.aspx
Worcester Pipeline Collaborative: http://umassmed.edu/wpc/index.aspx
Regional Science Resource Center (RSRC): www.umassmed.edu/rsrc
The RSRC helps teachers to implement more inquiry-based, student-centered science in all classrooms by providing ongoing technical support, access to materials and equipment, space for scientific investigations, and professional development opportunities. All of our initiatives focus on supporting the implementation of the Massachusetts Curriculum Frameworks in Science and Technology/Engineering and making inquiry-based science education a reality in classrooms. More recently, we have expanded our efforts to also include support for K-12 standards-based mathematics and technology education.
The Regional Science Resource Center (RSRC) currently serves over 100 districts across the Commonwealth. While 38% of the districts served are in Central Massachusetts, another 34% of districts served are within the 495 Beltway. The remaining 28% of districts are scattered North, South and West of that geographic area. Of the five categories of services: Professional Networks (AP Biology, AP Chemistry, AP Calculus, Curriculum Coordinators, and STEM Pipeline), Professional Development, Math and Science Curriculum Library, Student Laboratory and Science To Go, 35% of the districts make use of at least three of the five services. Only 21% of the districts make use of only one service and those districts are the furthest distance from the Center.
The most popular offering at the RSRC, Professional Networks, includes 68% of the districts involved with the Center’s work. Professional Development opportunities include 54% of the participating districts. Library use includes 51% of the districts and the use of the Laboratory includes 13% of the districts.
Location: Room S1-844
Toll Free: 877-210-2238
Personnel: Michael F. Baker, MA, Registrar
Irene Chevalier, Administrative Assistant
Mary Norfleet, Administrative Assistant
Rasheda Romeo,Administrative Assistant
All educational records at the University of Massachusetts Medical School concerning enrolled students and graduates are maintained by the Office of the Registrar. The Registrar maintains an academic file on each student which contains a copy of each evaluation received, official transcript release forms filed by the student, copies of letters written as official recommendations from the school and disclosure of released information concerning the student. Letters received in support of extracurricular or other activities may also be included in this file.
The Office also maintains student biographic and demographic information. Permanent address and name changes must be processed through the Registrar’s office. All other addresses and student information can be entered online by the student.
Medical School Registration
Students are admitted through the Medical School’s Office of Admissions and registered for courses by the Registrar’s Office.
Walk in Registration is conducted the month of July for the incoming medical school class.
Health Clearance by the Student Health Office is a requirement of registration.
All items on the registration check off list are completed.
Picture ID’s, and e-mail accounts are issued.
Students are enrolled in all first-year basic science courses.
Matriculating Student Status*(Effective July 1, 2011)
Students must be registered for a minimum of twelve (12) credit hours for that semester by two weeks before the start of the semester and must maintain a minimum enrollment of 12 credit hours during the semester in order to maintain active student status (eligibility for course credit, malpractice insurance, financial aid, etc.
The name of each course is listed on the transcript, followed by one of the following performance ratings: Basic Science Grades - H (Honors), CR (Credit), NC (No Credit), I (Incomplete); Clinical Science Grades - O (Outstanding) AEP (Above Expected Performance) EP (Expected Performance), BEP (Below Expected Performance), F (Failing), I (Incomplete).
An asterisk (*) accompanying any grade indicates that this rating has resulted from a single attempt to remediate an initial course rating of NC (No Credit) or F Failing.
In an instance where a student has not completed the requirements of a course, a temporary designation of "I" (Incomplete) will appear on the transcript, indicating that a final rating is not yet available, although the course has ended. A temporary designation indicating that a final rating is not yet available although the course has ended. This rating is used at the discretion of the course director with the approval of the appropriate Academic Evaluation Board, such as in cases where the course work is incomplete due to physician-certified illness, death in the immediate family, or a reason of comparable magnitude. Requests for a temporary grade of incomplete must be made to the course coordinator prior to the end date of the course. If an Incomplete grade is granted, the incomplete work must be made up in the time frame specified by the course coordinator. If no time frame is specified, the work must be made up in a prompt and orderly fashion within one year. Extensions to this one year limit may be granted by the course coordinator with the approval of the appropriate Academic Evaluation Board. If a student is carrying two or more grades of Incomplete, the student’s academic record will be reviewed by the appropriate Academic Evaluation Board. The student must work directly with the course coordinator to address an Incomplete grade. At the end of that period, if a grade is not submitted a grade of NC (No Credit) or F (Failing) will be recorded. It is the responsibility of the student to arrange the removal of an "I" (Incomplete).
Scores from Step 1 and Step 2 of the USMLE (United States Medical Licensing Examination), written narrative comments from evaluations and election to the medical honor society Alpha Omega Alpha (AOA) are considered part of the student’s official record, however, these are not included on the transcript.
At the conclusion of a course, clerkship or elective Final Grades are submitted to the Registrar; entered in the student database with a paper copy placed in the student’s academic record file. Copies of evaluations containing narrative comments are forwarded to the student, Associate Dean for Student Affairs and the student’s advisor/mentor.
At the end of each semester students receive a copy of their transcript reflecting final grades to date.
Successful completion of Optional Enrichment Courses is indicated by a notation of ##.
Guidelines for Student Records
All educational records at the University of Massachusetts Medical School concerning students enrolled and former students are maintained by the Office of the Registrar. If possible, students will have immediate access to their record. In no case will students have to wait more than 45 days. If students are required to wait, the office will tell them when their record will be available. Students will have to identify themselves with a picture ID to see their record.
Access to student records is limited to: (a) The Dean of the Medical School, Vice Provost for School Services, Senior Associate Dean for Educational Affairs, Associate Dean for Student Affairs, Chairs of the Academic Evaluation Boards, and the student’s advisor/mentor; (b) Other faculty members may have access to the record file for the writing of letters of recommendation or other legitimate purposes upon written release by the student and approval by the Registrar. An information disclosure form will be kept in each academic file to record the date of review identifying the person reviewing the folder, and the reason for the review.
Family Educational Rights & Privacy Act (FERPA)
All educational records at the University of Massachusetts Medical School concerning students enrolled and former students are maintained by the Office of the Registrar. If possible, you will have immediate access to your record. In no case will you have to wait more than 45 days. If you are required to wait, the office will tell you when your record will be available. You will have to identify yourself with a picture ID to see your record.
The Family Educational Rights and Privacy Act (Part 99 of Title 34 of the Code of Federal Regulations) allows present or former students at educational institutions access to educational records kept on them, as well as basic protections of privacy of their records. The law does not apply to applicants seeking admission to the University. The law applies to educational records, which are defined as those records that are directly related to a student and maintained by an educational agency or institution.
The law exempts from the definition of "education records," generally, records of instructional, supervisory, and administrative personnel which are kept in the sole possession of the person who made the record and are not accessible or revealed to any other person except a substitute for the maker of the record; records of a law enforcement unit of the University which are maintained solely for law enforcement purposes; records of employees of the University; records which are created or maintained by a physician, psychiatrist, psychologist, or other recognized professional or paraprofessional acting in his or her professional capacity or assisting in a paraprofessional capacity which are made, maintained or used only in connection with treatment of the student; and records that only contain information about an individual after that individual is no longer a student at the University.
The University will provide the student with a copy of his/her transcript upon written request. The Family Educational Rights and Privacy Act does not give you the right to a copy of your records unless failure to receive a copy would make it impossible for you to exercise your right to inspect and review your records. You can also receive a copy, upon written request, of information from your record which you have instructed the University to disclose to another party. If the University transfers records which apply to you to another educational institution, you can receive a copy of those records if you request it in writing.
If confidential letters and confidential statements of recommendation were placed in your record before January 1, 1975, they will be removed before you have access to the record provided the letters or statements are used only for the purpose for which they were intended. If you have waived your right to see confidential letters or statements concerning admission to the University, these letters or statements will also be removed before you see your record. If you believe your record contains information which is inaccurate, misleading, or otherwise in violation of your privacy rights, you have the right to challenge the content of the record. While you cannot challenge the correctness of a grade, you may challenge the accuracy with which the grade was recorded.
The University can release directory information without the consent of the student. The University defines directory information as a student’s name, major, acknowledgment of a student’s participation in officially recognized activities and sports, weight and height of members of athletic teams, date(s) of attendance; degrees, certificates, awards received; the most recent previous educational agency or institution attended by the student and appointment as a Resident Assistant or Community Development Assistant. For graduate students who are teaching credit courses, work department, office address, and employment category are also defined as directory information.
The University will not permit access to or release of a student’s educational records, or personally identifiable information contained therein (other than directory), to third parties, without the student’s written consent, except to the following:
A. Other University officials who have a legitimate educational interest in a student’s record. The University defines "University officials" as any professional employee who is head of an office, department, school, college, division, or their specified designee. "Legitimate educational interests" is defined as academic status check or evaluations, research, curriculum evaluation or development, institutional/statistical evaluation and analysis, student placement, public safety, and admission evaluation. The University may disclose, to teachers and school officials in other schools who have legitimate educational interests in your behavior, disciplinary action taken against you for certain kinds of conduct.
B. Authorized representatives of the Comptroller General of the United States, the Secretary of the U.S. Department of Education, authorized representatives of the Attorney General of the United States for law enforcement purposes, and state and local educational authorities .
C. In connection with a student’s application for, or receipt of, financial aid, provided that personally identifiable information from the education records of the student may be disclosed only as may be necessary for such purposes as:
to determine the eligibility of the student for financial aid;
to determine the amount of financial aid;
to determine the conditions which will be imposed regarding the financial aid;
to enforce the terms or conditions of the financial aid.
D. State and local officials or authorities to whom such information is specifically allowed to be reported or disclosed under state statutes adopted before November 19, 1974 if the allowed reporting or disclosure concerns the juvenile justice system and the system’s ability to effectively serve the student whose records are released. Such information may be reported or disclosed under state statutes adopted after November 19, 1974 on the same basis as prior to that date if the report or disclosure will assist the juvenile justice system to serve the student prior to any adjudication. .
E. Organizations conducting studies for, or on behalf of, educational institutions for the purposes of developing, validating, or administering predictive tests, student aid programs, and improving instruction, provided that the identity of students is not revealed to other than representatives of such organizations. .
F. Recognized accrediting organizations carrying out their accrediting functions.
G. In compliance with a judicial order, or pursuant to any lawfully issued subpoena, provided that the University makes a reasonable effort to notify the student of the order or subpoena in advance of compliance therewith. A court or other agency which issues a subpoena for law enforcement purposes may order the University and its officials not to disclose the existence or contents of the subpoena to any person. .
H. In connection with an emergency situation, if the knowledge of such information is necessary to protect the health or safety of a student or other persons .
I. Where the disclosure is to parents of a dependent student, as defined in section152 of the Internal Revenue Code of 1954.
Additional FERPA information can be found by searching the Department of Education’s online library (see links below).
US Department of Education:
Certification for Graduation
The Registrar certifies that each candidate for graduation from the Medical School has completed all academic requirements and all administrative requirements of the Institution. No student may graduate who has outstanding fees or fines (i.e. tuition, loans, library books, parking fees or tickets. Final determination that the student has satisfied academic requirements rests with the appropriate faculty academic evaluation board.
Three months prior to commencement the Registrar conducts a degree audit of the academic records of all candidates for graduation.
The week prior to commencement, students are required to come to the Registrar’s Office for final certification.
Early Certification For Graduation:
Permission of the Associate Dean for Student Affairs is required for early certification for June graduation.
The student is responsible for completing all certification requirements and obtaining all signatures.
Students are still subject to university policies and procedures regarding graduation (e.g., diplomas may be held for non-payment of fines incurred after completing early certification).
For early certification dates prior to April 1st: Notification deadline is December 15th.
For early certification dates after April 1st; Advance notice is not required but students should allow sufficient time to complete all required signatures for the certification process.
The certification date will be recorded as the date of completion. Students are not eligible for financial aid after the completion date. Repayment or grace period for student loans begins at the date of completion.
Students must complete an early Certification for Graduation form and will be required to obtain all necessary signatures from all departments before submitting this form to the Registrar’s Office for approval.
Voter Registration Forms:
The Higher Education Amendment of 1998 requires us to provide students with the opportunity to register to vote. Forms can be accessed at the following site: www.state.ma.us/sec/ele/elestu/stuidx.htm
General office hours are 8 a.m. - 5 p.m. The Registrar’s Office is open until 8 p.m. on the first Wednesday of the month (Sept.-Jun).
It is the responsibility of the Registrar’s Office to verify students’ dates of attendance, degrees awarded, enrollment status, demographic information and expected date of graduation. Inquiries for official enrollment information are to be submitted to the Office of the Registrar.
An academic transcript is a certified document intended for use by parties outside of the educational institution and is an unabridged summary of the student’s academic history at that institution.
The official transcript is a legal document which contains:
1. The signature and title of the certifying official.
2. The institutional seal and date of issue.
3. Statement forbidding the release of information from the transcript to a third party as required by the Family Educational Rights and Privacy Act of 1974 (FERPA).
Transcripts are issued only by staff of the Registrar’s Office. Transcripts, copies of diplomas, enrollment and licensure verifications will not be provided in cases where outstanding financial obligations remain.
In order to obtain a transcript, a written request is required. Forms are available in the Registrar’s Office, or can be downloaded from the web at www.umassmed.edu/registrar. The request may also be made in the form of a letter that must include the following:
• Printed name and signature
• Any former name(s) used on university records
• Current address, telephone number and email address (if any)
• Date of birth
• Graduate degree received
• Graduation date and/or dates of attendance
• Complete address where transcript is to be sent
• Number of copies requested
There is no charge for transcripts. Transcripts are sent via first-class mail and sent within (2) working days after the written request is received.
When requests are made in person, appropriate documentation for identification such as a student picture ID or driver’s license is required. Telephone and email requests are not accepted.
File copies of undergraduate and/or graduate transcripts from another institution will not be released (back) to the student or to a third party. The request will be returned to the student or third party with a statement explaining the policy.
Location: Room Sl-855, First Floor
877-210-2238 (toll free number)
Tina M. Sasseville, Acting Director
Lindsay B. Louis, Student Loan Manager
Luanne J. Morgado, Administrative Assistant
The Financial Aid Office administers federal and institutional student loans and gift aid. To be eligible for financial assistance, students must be accepted for admission, enrolled in good standing or making satisfactory academic progress and be enrolled in at least 12 credit hours each fall and spring (see Registrar: matriculated student status). In addition, they must neither owe a repayment on a Federal Pell Grant, a Federal Supplemental Educational Opportunity Grant, or State Incentive Grant, nor be in default on a Federal Perkins Loan or Federal Family Education Loan received for study at any post-secondary institution. Furthermore, students must demonstrate either federal eligibility or financial need to be eligible for most financial aid programs. Because financial aid is awarded annually, all financial aid recipients need to reapply each year. The maximum amount of aid a student may receive in a given year may not exceed the cost of attendance as defined by the US Department of Education. This includes any external scholarships, grants or loans. More detailed information is available in the catalog and the financial aid application packet.
Satisfactory Academic Progress
Financial aid is available to medical students who matriculate at the University of Massachusetts Medical School and maintain satisfactory academic progress in the four-year medical school curriculum. It is expected that most students will complete graduation requirements in four years. For either academic or personal reasons, a student may require more than four years to complete the curriculum and will qualify for financial aid only if he/she advances through specified percentages of the Medical School curriculum as follows:
Year at Medical School % of Medical School Curriculum Completed
First Year of enrollment 10% = 18 (17.5 )
Second year of enrollment 20% = 35
Third year of enrollment 30% = 53 (52.5)
Fourth Year of enrollment 50% = 88 (87.5)
Fifth Year of enrollment 75% = 131 (131.25)
Sixth Year of enrollment 100% = 175
Satisfactory Academic Progress toward the MD degree, along this time scale, will be monitored by the Office of Medical Education through its Basic Science Academic Evaluation Board (for pre-clinical courses) and clinical Science Academic Evaluation Board (for clinical clerkships and electives), according to their guidelines (see Criteria for Academic Review and Advancement). The evaluation boards review at least at the conclusion of each academic year the qualitative progress of each student in course completion. A student who does not satisfactorily complete all course requirements may be permitted to remediate (see also Remediation Policies). The timetable may also be extended and still be deemed as satisfactory academic progress by the evaluation boards for other extenuating circumstances. These might include a death in the family, prolonged illness or extended programs based on physical or mental disability. In such cases, financial aid may be made available to the student after the student files an appeal for additional resources with the Financial Aid Subcommittee of the Student Affairs Committee. It will be the responsibility of the student to provide this subcommittee with documentation detailing the nature of the extenuating circumstances and a specific plan for completing the medical curriculum. Appeals are heard and approved on a payment period basis. Once approved, a student is considered on financial aid probation for one payment period, and is able to appeal for one additional payment period before re-establishing satisfactory academic progress.
Financial Aid Appeals
Anyone seeking adjustments to aid packages, need analysis, or cost of attendance should first seek clarification or submit a written request to the Financial Aid Office. Anyone dissatisfied with the Financial Aid Office’s response should write Deborah Harmon Hines, PhD, Vice Provost for School Services. Anyone dissatisfied when the Vice Provost concurs with the Financial Aid Office may write an appeal to the Financial Aid Subcommittee of the Student Affairs Committee. Anyone still dissatisfied with the decision of the subcommittee may write to the Student Affairs Committee and may present the case in person.
Emergency Loan Policy
I. Eligibility: Interest-free emergency loans are available on a short-term basis to enrolled students with true emergencies (but not poor budgeting) who meet the following criteria:
A. Student does not owe past due tuition, fees, or other charges to the Medical school;
B. Student has never been past due on a previous emergency loan;
C. Student is in good academic standing, and;
D. Application for emergency loan and supporting documentation (i.e. completed financial aid application) is approved by the Director or Assistant Director of Financial Aid. C. Application for emergency loan and supporting documentation (i.e. completed financial aid application) is approved by the Director or Assistant Director of Financial Aid.
II. Repayment: Emergency loans must be repaid at the earliest date of when any one of the following occurs:
A. Receipt of financial aid funds;
B. Withdrawal or graduation from the Medical School; or
C. Arrival of established due date - within 90 days of loan application..
III. Default: Students who do not repay emergency loans in full as specified in Section II are in default and subject to the following penalties:
A. The student will be administratively withdrawn from the Medical School until the loan is paid in full;
B. If re-admitted, the student will be ineligible to receive additional emergency loan funds during remaining years of attendance at the Medical School.
C. The borrower will be subject to all available means of collection. If Medical School collection efforts have been exhausted and the debt remains unpaid the debt may automatically be assigned to intercept from any other State or Federal payments that are due to the borrower, or scheduled to be paid to the borrower, including tax refunds under M.G.L. c. 62. The debt may also be assigned to a Collection Agency for collection and subject to late charges.
Note: Federal programs are subject to legislative and regulatory change at any time without prior notice.
The Financial Aid Office has evening hours until 8 p.m. the first Wed. of every month.
Location: Room S1-802, First Floor, Student Wing
Jo Ann Brinker, Bursar
Yi Chen, Assistant Bursar
The School Bursar:
Processes all tuition and fee billings and payments.
Disburses emergency loan checks and financial aid checks, upon presentation of UMass Student ID.
Provides endorsements for jointly payable checks to the student and the University of Massachusetts, Worcester.
The Bursar’s Office provides a check cashing service for enrolled students.
The student check cashing procedure is:
Present a UMass student ID.
Checks must be drawn on a Massachusetts bank.
Students may cash one check per day for a maximum amount of $25.00.
No more than two checks may be cashed per student each week.
Checks must be made payable to “Cash.”
The student’s endorsement on the back of the check is required.
Student ID#, phone number, student mailbox number and address must be listed on the front of each check.
TUITION AND FEES - 2012/13
Tuition and fees may be changed at any time without prior notice.
Application fee: $100
Acceptance deposit (non-refundable after May 15) $100
Late registration fee $50
Late payment fee $50
Equipment maintenance fee $325
Student activity fee $45
Student health counseling services fee $600
++Student health insurance fee (annual) 1st yr $4343 / 2nd-4th $4010
++Student disability insurance fee (annual) $69
Curriculum fee $10,565
Assessment Fee $600
Simulation Fee $175
Commencement fee (Fourth year students only) $200
++ Refunds are determined by the insurance carriers. Health and disability insurance premiums may be waived if student has comparable alternative coverage. Students who register late and/or who are delinquent in the valid payment of bills will be assessed a late fee.
The University of Massachusetts offers medical students the opportunity to enter into a Learning Contract which gives students the option of (1) paying 100% of tuition at the time of enrollment or (2) deferring payment of two-thirds of tuition until either the completion of advanced training or withdrawal from medical school. Students who defer payment may provide payment with dollars (plus 8% interest if they signed the learning contract after 1990) or by providing certain specified service within the Commonwealth. Different versions of the Learning Contract apply to students who matriculated in different years. Students should refer to the copies of the Learning Contract and the Annual Statements of Learning Contract Obligation they signed for detailed information about the repayment obligations to which they agreed. The Financial Aid Office is happy to answer questions students may have about the Learning Contract. Full tuition for the 2012-2013 academic year is $8,352. The two-thirds tuition which may be deferred by the Learning Contract is $5,568. .
Extended Students: Tuition & Fees
Students enrolled for Medical School courses for credit are assessed the full Medical School tuition for each semester of enrollment. The first semester after a student has completed eight full semesters of Medical School tuition payments, excluding prior semesters of Post Sophomore Fellowship tuition waiver received, the student’s status will change to extended student program fee status. The student is not assessed tuition, but is assessed the extended student program fee of $1500.00 per semester plus all other student fees.
Refunds are calculated when students do not register for the academic term for which they are charged, take an approved leave of absence or otherwise fail to complete the program on or after the first day of class of the period of enrollment for which charges are assessed.
Students who cease enrollment after 60 percent of the term has elapsed receive no refund and are not required to refund any federal aid received for the term. Students who cease enrollment before 60 percent of the term has elapsed receive a refund for the percentage of the term remaining after the last date of attendance. The percentage is calculated by dividing the number of calendar days elapsed between the beginning of the term and the date the individual ceases enrollment by the number of calendar days in the term. For example, a student who withdraws 57 percent of the way through the term of enrollment receives a refund of 43 percent of tuition and fees (100 percent minus 57 percent).
If a student received Title IV funds, this refund must be returned to the Title IV program. Additionally, according to federal rules, the student is also required to refund 43 percent of aid received as cash or from a credit balance. Failure to return unearned Title IV aid may result in ineligibility for future federal aid.
Allocation of Refunds
A share of the refund will be returned to the financial aid programs that funded students. Refunds and recovered overpayments are allocated to the programs from which an individual received aid in the following order:
Federal Unsubsidized Stafford Loan
Federal Stafford Loan
Federal Perkins Loan
Other Federal Student Aid Programs
Institutional Student Aid Programs
State Student Aid Programs
Private Student Aid Program
Students must notify the Dean of the respective graduate school and the Registrar in writing of their intent to withdraw. Students who withdraw without notifying the Dean and Registrar of their status will be considered withdrawn as of the last recorded date of class attendance as documented by the University.
Upon request, the School Bursar will provide examples of the application of the refund policy. Any withdrawn student who believes that individual circumstances warrant exceptions from published policy may make a written appeal to:
Nancy E. Vasil, Associate Vice Chancellor, Administration and Finance, University of Massachusetts Medical School, 333 South Street, Shrewsbury, MA 01545
Note: This policy is subject to change at any time without prior notice if necessary to comply with Federal law.
Location: S1-139, S1-143, First Floor
Brian P. O’Sullivan, MD, Director, Medical School Ethics Core; Chair, Committee for the Protection of Human Research Subjects
Marjorie Clay, PhD, Medical Center Ethicist (Clinical)
Nicholas Smyrnios, MD, Chair, Ethics & Treatment Issues Committee
Anne Winslow, Program Coordinator
Under the direction of the Ethicist Core, the Office of Ethics offers an environment in which students are encouraged to consider the ethical issues implicit in caring for patients. The Office is committed to providing high quality ethical consultation for students, patients, and medical staff, as well as clinically relevant educational programming for both the Clinical System and the Medical School. The Office also maintains an extensive library of journals, articles and videos with an emphasis on ethical decision-making.
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